scholarly journals The School Leadership Is a Key to Break the Higher Education Iron Triangle through Borderless Distance Education: The Case of UNISA in Addis Ababa Ethiopia

2019 ◽  
Vol 2 (2) ◽  
pp. p67
Author(s):  
Melese Mekasha Woldeyes
Keyword(s):  
Distance Education ◽  
School Leadership ◽  
Addis Ababa ◽  
Postgraduate Education ◽  
Distance Education Program ◽  
Iron Triangle ◽  
Access Cost ◽  
Africa University

This paper examines the role of cross-border distance education institutions in providing access to quality postgraduate education in Ethiopia, using the South Africa University (UNISA) as a case study. It draws on the appropriate school leadership for the development of distance education, and it further explores the potential of a distance education program delivery system in an Ethiopian context. In addition, the study explores the policy gap between conventional and distance education in relation to international postgraduate distance education. Two instruments were used to gather relevant data, namely: interviews and document analysis. Theoretical framework developed through three key elements: access, cost and quality were used as tools of analysis.

Fostering Cultural Responsiveness in an Urban High School: A Case Study

2021 ◽  
pp. 019263652110365
Author(s):  
Jay Paredes Scribner ◽  
Donna H. Weingand ◽  
Karen Leigh Sanzo
Keyword(s):  
School Culture ◽  
School Leadership ◽  
Culturally Responsive ◽  
Cultural Responsiveness ◽  
Future Research ◽  
Student Needs ◽  
Theoretical Frameworks ◽  
Teacher Needs

Scholars and practitioners have increasingly recognized the role of culturally responsive school leadership (CRSL). However, few studies have applied recent comprehensive CRSL theoretical frameworks. This in-depth case study explores how a school leader understands and shapes a school culture to be increasingly culturally responsive to students. Utilizing recent conceptualizations of CRSL as a lens, two major findings were developed. First, the principal’s understanding of what it means to be a culturally responsive leader is centered on the student experience: meeting basic needs, seeking “vertical” engagement, and transforming student world views. Second, to meet those student needs the principal practiced differentiated instructional leadership according to individual teacher needs and oriented to fostering a culturally responsive school culture. We suggest future research carefully examine (1) the interplay of beliefs, dispositions, and values in CRSL play, and (2) how CRSL (where it exists) manifests as an organizational.

“You Can Lead the Horse to Water, but … ”

2012 ◽  
pp. 182-199
Author(s):  
Henk Huijser ◽  
Michael Sankey
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Web 2.0 ◽  
Learning Management Systems ◽  
Web 2.0 Technologies ◽  
Learning And Teaching ◽  
Potential Benefits ◽  
The University

This chapter outlines the potential benefits of incorporating Web 2.0 technologies in a contemporary higher education context, and identifies possible ways of doing this, as well as expected challenges. It uses the University of Southern Queensland (USQ), primarily a distance education provider, as the context for many of its case study examples. In particular, it addresses the important role of the allowances of particular learning management systems (LMSs) in pedagogical applications of Web 2.0 technologies. Overall, this chapter argues that the goals and ideals of Web 2.0/Pedagogy 2.0 can be achieved, or at least stimulated, within an institutional LMS environment, as long as the LMS environment is in alignment with such goals and ideals. It uses the implementation of Moodle at USQ as a case study to reinforce this argument and explore which factors potentially influence a shift in thinking about learning and teaching in a Web 2.0 context.

Using Related Cases to Support Authentic Project Activities

2006 ◽  
pp. 120-134
Author(s):  
Sue Bennett
Keyword(s):  
Learning Environment ◽  
Postgraduate Education ◽  
Project Work ◽  
Constructivist Learning Environment ◽  
Collaborative Project ◽  
Part Time ◽  
The Subject ◽  
Multimedia Product

This chapter describes the design of a technology-supported learning environment in which small teams of students worked on authentic project tasks to develop a multimedia product for a real client. The students were enrolled in an advanced-level subject offered in a postgraduate education program, with most studying part-time, and many located a distance from the main campus. Jonassen’s (1999) model for a constructivist learning environment was used as the framework for the design of the subject. A key feature of this approach is the use of related cases to support authentic project activities. The specifics of the design were informed by the research and conceptual literature, and by pilot testing with two class groups. The implementation of the subject was the focus of a qualitative case study that investigated learners’ experiences of the environment. A rich set of data was collected, including student assignment work, discussion records and interviews. Analysis of the data provided insights into the role of the cases in supporting the collaborative project work.

scholarly journals GREEK UNIVERSITY STUDENTS’ ATTITUDES ABOUT DISTANCE EDUCATION DUE TO EMERGENCY CIRCUMSTANCES

2021 ◽  
Vol 6 (1) ◽  
Author(s):  
Vasiliki Karavida ◽  
Athina Charissi ◽  
Eleni Tympa
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Statistical Analysis ◽  
Online Teaching ◽  
Early Years ◽  
Distance Education Program ◽  
Perceptions And Attitudes ◽  
Students Attitudes ◽  
Descriptive Statistical Analysis

Emergencies like Covid-19 brought distance education to the fore, as countries were forced to close the campuses and initiate online teaching. Many universities in the country supported a distance education program aimed at students who had experienced an unprecedented experience. Thus, 155 students from the Greek department of Early Years Learning & Care participated in the present study, which aimed to investigate the factors that influence learners’ perceptions and attitudes during distance learning. The survey was conducted through online distribution of questionnaires and investigated hypotheses about obstacles and changes in students’ perceptions of distance learning. The results of the descriptive statistical analysis showed that the role of the educator in this process, combined with the technical support of the courses, is extremely important. Also, educators’ presence is related to students’ anxiety. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0770/a.php" alt="Hit counter" /></p>

scholarly journals A Gestão Pública em Polo de Apoio Presencial do Sistema da Universidade Aberta do Brasil: Estudo de caso no Polo de Apoio Presencial em Resende.

EAD em FOCO ◽  
2016 ◽  
Vol 6 (1) ◽  
Author(s):  
Marcos Antonio Gomes Xavier
Keyword(s):  
Distance Education ◽  
Public Management ◽  
Rio De Janeiro ◽  
Organizational Factors ◽  
Open University ◽  
Learning Support ◽  
Education Management ◽  
The Public

Este artigo trata da Gestão da Educação a Distância pelas instituições de ensino superior, parceiras da Universidade Aberta do Brasil, descrevendo fatores estruturais e organizacionais essenciais para a gestão de qualidade. Através do estudo de caso, com desenvolvimento de pesquisa exploratória, no Polo de Apoio Presencial do Município de Resende, no Estado do Rio de Janeiro, foi possível observar que o polo é elemento-chave no sistema para que propicie ensino de qualidade; para tanto, enfatiza-se a importância do papel do gestor do polo nesse contexto. Palavras-chave: Gestão; Educação a distância; Polo de apoio presencial. The Public Management of Open University of Brazil: A Case Study in Resende Learning Support Center AbstractThis article reports how higher education institutions, partners of the Open University of Brazill, deals with Distance Education Management, by describing structural and organizational factors, essential for a quality management. Through the case study, with exploratory development, he Learning Support Center in the municipality of Resende in the state of Rio de Janeiro, we observed that the Polo is a key element in the system, that provides quality education, therefore, it is emphasized the important role of the manager at this Learning Center in this context. Keywords: Management; Distance Education; Learning Support Center.

scholarly journals A Arte de Inovar na Educação a Distância

EAD em FOCO ◽  
2017 ◽  
Vol 7 (3) ◽  
Author(s):  
Andréia Marcelino Ernesto Ribeiro ◽  
Zulmara Carvalho
Keyword(s):  
Distance Education ◽  
Problem Solving ◽  
Education Program ◽  
Educational Design ◽  
Distance Education Program ◽  
Innovative Solutions ◽  
Education Innovation ◽  
Successful Business ◽  
Definition Of

Os métodos tradicionais de solução de problemas, caracterizados como intuitivos e sistemáticos, nem sempre conseguem fornecer soluções criativas e inovadoras, elementos fundamentais para um negócio bem-sucedido. O objetivo deste artigo é propor uma reflexão sobre a Teoria da Solução Inventiva de Problemas (TRIZ) e uma aplicação dessa teoria, por meio de consultoria, no design educacional de um programa de Educação a Distância. O artigo está dividido nos seguintes itens: definição da teoria TRIZ, descrição de um estudo de caso que utilizou a TRIZ via aplicabilidade de ferramentas conhecidas como Nine Windows (Nove Janelas) e análise dos resultados obtidos, que geraram um produto com inovação incremental. Palavras-chave: TRIZ, Educação a Distância, Inovação, Criatividade, Nine Windows. The Art of Innovating in Distance Education  AbstractTraditional methods of problem solving, characterized as intuitive and systematic, may not always provide creative and innovative solutions, key elements for a successful business. The aim of this paper is to propose a reflection on the Theory of Inventive Problem Solving (TRIZ) and an application of this theory through a consultancy in educational design of a Distance Education program. The article is divided into the following: definition of TRIZ theory, description of a case study that used the TRIZ through the applicability of tools known as Nine Windows and analysis of the results which generated a product with incremental innovation.Keywords: TRIZ, Distance education, Innovation, Creativity, Nine Windows.

Computing Postgraduate Programmes in the UK and Brazil

2012 ◽  
pp. 147-171
Author(s):  
Leonor Barroca ◽  
Itana M. S. Gimenes
Keyword(s):  
Distance Education ◽  
Web 2.0 ◽  
Postgraduate Education ◽  
Further Education ◽  
Lessons Learned ◽  
Educational Process ◽  
Open Educational Resources ◽  
Social Dimension ◽  
The Uk

Education can benefit from experiences and collaborations across different countries and cultures. The authors carried out a study to analyse the experiences of the use of Web 2.0 tools in distance education in the UK and propose a set of lessons that can be applied in the Brazilian context. The recent economic growth in Brazil has resulted in a strong demand for further education. Distance education has emerged as a strong contestant to address this demand. The authors present, in this chapter, the case of the provision of postgraduate education for professionals at a distance. Distance education in Brazil is currently gathering support as it offers great potential to address the big geographic and social divides. However, there are many barriers and misconceptions that perpetuate a climate of distrust. Their study draws a set of lessons learned focusing on the benefits that distance education can bring to the development of professional postgraduate education in technical and engineering areas, in the light of the experience of The Open University (OU) in the UK. They emphasise the support that Web 2.0 can bring to these experiences, but also draw attention to the quality that the production process plays in the learning experiences. These lessons address the following: support for skills development with Web 2.0 technologies, the role of the digital educator, open educational resources, open education and social dimension, and quality and pedagogy in the educational process.

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